Prologue: On Following the Scientific Evidence, James M.
Kauffman
I. Foundations
1. Evaluating the Evidence Base for Emotional and Behavioral
Disorders in Schools, Frank M. Gresham and Hill M. Walker
2. Empirically Supported School-Based Mental Health Programs
Targeting Academic and Mental Health Functioning: An Update, Hilary
B. Vidair, Danielle Sauro, Jacquelyn B. Blocher, Laura A.
Scudellari, and Kimberly Eaton Hoagwood
3. Multicultural Issues for Schools and Students with Emotional and
Behavioral Disorders: Disproportionality in Discipline and Special
Education, Russell J. Skiba, Laura V. Middelberg, and Maryellen
Brunson McClain
4. Legislation, Regulation, Litigation, and the Delivery of Support
Services to Students with Emotional and Behavioral Disorders in
School Settings, Mitchell L. Yell, Shelley Neilsen Gatti, and R.
Allan Allday
5. Longitudinal Outcomes and Post–High School Status of Students
with Emotional and Behavioral Disorders, Mary Wagner
6. The Interface between Child Psychiatry and Special Education in
the Treatment of Students with Emotional and Behavioral Disorders
in School Settings, Richard E. Mattison
II. Screening, Performance Monitoring, and Assessment
7. Screening and Identification Approaches for Detecting Students
at Risk, Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah
Menzies, and Kathryn A. Germer
8. Social Skills Assessment and Training in Emotional and
Behavioral Disorders, Frank M. Gresham and Stephen N. Elliott
9. Progress Monitoring Methods and Tools for Academic Performance,
Mark R. Shinn
10. Behavioral Universal Screening and Progress Monitoring with
Web-Based Technology, Brion Marquez, Pamela Yeaton, and Claudia
Vincent
11. Systematic Progress Monitoring of Students with Emotional and
Behavioral Disorders: The Promise of Change-Sensitive Brief
Behavior Rating Scales, Clayton R. Cook, Robert J. Volpe, and John
Delport
12. Strength-Based Assessment Issues, Tools, and Practices in
School-Related Contexts and Schools in the United States and
Finland, Regina M. Oliver, Cynthia J. Cress, and Hannu Savolainen,
and Michael H. Epstein
13. Conducting Functional Behavior Assessments for Students with
Emotional/Behavioral Disorders, Brian K. Martens and Tonya L.
Lambert
III. Interventions Targeting Specific Disorders and Settings
14. Applying Positive Behavior Interventions and Supports in
Alternative Education Programs and Secure Juvenile Facilities,
Jeffrey R. Sprague, Kristine Jolivette, and C. Michael Nelson
15. Bullying and Aggression in School Settings, Stephen S. Leff,
Christine Waanders, Tracy Evian Waasdorp, and Brooke S.
Paskewich
16. Interventions for Students with Attention-Deficit/
Hyperactivity Disorder: School and Home Contexts, George J. DuPaul,
Seth D. Laracy, and Matthew J. Gormley
17. Empirically Based Targeted Prevention Approaches for Addressing
Externalizing and Internalizing Behavior Disorders within School
Contexts, John R. Seeley, Herbert H. Severson, and Amanda A. M.
Fixsen
18. Evidence-Based Intervention Approaches for Students with
Anxiety and Related Disorders, Anna J. Swan, Colleen M. Cummings,
Nicole E. Caporino, and Philip C. Kendall
19. Secondary Education and Promising Practices for Students with
Emotional/Behavioral Disorders, Douglas A. Cheney, Therese M.
Cumming, and Tal Slemrod
IV. Generic Intervention Approaches
20. Addressing the Academic Problems and Challenges of Students
with Emotional and Behavioral Disorders, J. Ron Nelson, Gregory J.
Benner, and Janet Bohaty
21. School-Based Wraparound for Adolescents: The RENEW Model for
Transition-Age Youth with or at Risk Emotional and Behavioral
Disorders, Lucille Eber, JoAnne M. Malloy, Jennifer Rose, and Ami
Flamini
22. The Role of School Mental Health Models in Preventing and
Addressing Children’s Emotional and Behavioral Problems, Steven W.
Evans, Tiffany Rybak, Holly Strickland, and Julie Sarno Owens
23. Improving Transition Outcomes for Students with Emotional and
Behavioral Disorders, Deanne K. Unruh and Christopher J. Murray
24. Improving Engagement and Implementation of Interventions for
Children with Emotional and Behavioral Disorders in Home and School
Settings, Wendy M. Reinke, Andy J. Frey, Keith C. Herman, and
Charlos V. Thompson
25. Treatment Integrity within a Three-Tiered Model, Frank M.
Gresham
26. Issues and Criteria for the Effective Use of
Psychopharmacological Interventions in Schooling, Dean E. Konopasek
and Steven R. Forness
V. Early Intervention
27. Evidence-Based Practices for Infants and Toddlers with Autism
Spectrum Disorders, Phillip S. Strain, Erin E. Barton, and Edward
H. Bovey
28. Supportive Interventions for Young Children with Social,
Emotional, and Behavioral Delays and Disorders, Glen Dunlap and
Lise Fox
29. The Evidence Base of the First Step to Success Early
Intervention for Preventing Emerging Antisocial Behavior Patterns,
Hill M. Walker, Herbert H. Severson, John R. Seeley, Edward G.
Feil, Jason Small, Annemieke M. Golly, Andy J. Frey, Jon Lee, W.
Carl Sumi, Michelle Woodbridge, Mary Wagner, and Steven R.
Forness
VI. Research Methods
30. Qualitative and Mixed Design Research in Emotional and
Behavioral Disorders, Edward J. Sabornie, and Stacy L. Weiss
31. The Role of Research in Evaluation of Interventions for
School-Related Behavioral Disorders, Keith Smolkowski, Lisa
Strycker, and John R. Seeley
32. Establishing an Evidence Base: Lessons Learned from
Implementing Randomized Controlled Trials for Behavioral and
Pharmacological Interventions, Steven R. Forness, Hill M. Walker,
and Loretta A. Serna
Epilogue: Science, a Harsh Mistress, James M. Kauffman
Hill M. Walker, PhD, is Founder and Co-Director of the Institute
on Violence and Destructive Behavior and Professor Emeritus in the
Department of Special Education and Clinical Sciences at the
University of Oregon, and is Senior Scientist at the Oregon
Research Institute. The only faculty member to receive the
University of Oregon's highest honor, the Presidential Medal, Dr.
Walker is also a recipient of honors including the Distinguished
Achievement Award from the Association of University Centers on
Disabilities and the Kauffman-Hallahan Distinguished Researcher
Award from the Division for Research of the Council for Exceptional
Children. His research and more than 175 publications focus on
social skills assessment, intervention and curricular development,
early intervention and prevention with at-risk children and
students, longitudinal research on students with EBD and their
families, and behavioral-ecological approaches to school
intervention.
Frank M. Gresham, PhD, is Professor in the Department of Psychology
at Louisiana State University. He is a Fellow of the American
Psychological Association (APA) and of APA Divisions 16 (School
Psychology), 5 (Quantitative and Qualitative Methods), and 53
(Society for Clinical Child and Adolescent Psychology). He is a
recipient of the Lightner Witmer Award and the Senior Scientist
Award from APA Division 16. Dr. Gresham is one of the few
psychologists to be awarded Fellow status in the American
Association for the Advancement of Science. His research and more
than 260 publications address topics including social skills
assessment and intervention, response to intervention, and
assessment and interventions for students with emotional and
behavioral disorders. He is codeveloper of the Social Skills
Improvement System Rating Scales.
"Edited by two giants in the field, this handbook is logically
organized into relevant sections, with thorough coverage ranging
from educational interventions to genetic factors. Critical
strengths include a focus on research foundations and
evidence-based practices and a clear discussion of what is and is
not known about this population. Chapter authors are outstanding
scholars in their specialties. Far superior to other edited volumes
in this area in terms of organization, coverage, and author
quality, the Handbook is a 'must buy' for specialists in behavior
disorders and challenges."--Dan Reschly, PhD, Department of Special
Education, Peabody College of Vanderbilt University
"Walker and Gresham have provided a major gift to the field.
Leading experts on EBD present the foundations and specific
intervention guidance needed by teachers, school psychologists,
administrators, and researchers. The field of special education is
changing--multi-tiered systems of support and integrated approaches
to linking mental health, academic instruction, and behavioral
intervention are now expected. This handbook defines the best
science for assisting children with EBD and their families, while
also addressing the organizational variables and data systems
necessary to deliver this science. An impressive
accomplishment."--Robert H. Horner, PhD, Alumni–Knight Endowed
Professor of Special Education, University of Oregon
"I have adopted the Handbook of Evidence-Based Practices for
Emotional and Behavioral Disorders as the central text for my
Psychotherapeutic Interventions course. In my experience, the term
'best practice' is often thrown about without an adequate
understanding of what it means. This volume provides a
comprehensive look at the evidence base for a variety of assessment
practices, interventions, and service delivery models used for
children and adolescents with EBD, and helps students and
practitioners examine current practices in light of
research."--Adam D. Weaver, PhD, Department of Psychology,
University of Nebraska at Omaha
"While every educator now recognizes the importance of
evidence-based practices with all students, busy K-12 practitioners
do not have the time to read all the literature, separate research
from opinion, and further separate quality research from the rest.
That distillation process has been done for us by Walker and
Gresham in this invaluable handbook. The volume provides an
indispensable roadmap and travel guide to the implementation of
best practices. When implemented well, these practices can
transform the trajectories of our most challenging-to-teach
students."--Randy Sprick, PhD, Director, Safe and Civil Schools -A
comprehensive and extremely helpful tool for school social workers.
It provides proven strategies to assist with students. This book is
a one-stop shop when you need some ideas for helping students or
you would like to enhance your practice….I learned many things that
I didn't know, even after practicing for ten years.--School Social
Work Journal, 4/1/2015
"Edited by two giants in the field, this handbook is logically
organized into relevant sections, with thorough coverage ranging
from educational interventions to genetic factors. Critical
strengths include a focus on research foundations and
evidence-based practices and a clear discussion of what is and is
not known about this population. Chapter authors are outstanding
scholars in their specialties. Far superior to other edited volumes
in this area in terms of organization, coverage, and author
quality, the Handbook is a 'must buy' for specialists in behavior
disorders and challenges."--Dan Reschly, PhD, Department of Special
Education, Peabody College of Vanderbilt University
"Walker and Gresham have provided a major gift to the field.
Leading experts on EBD present the foundations and specific
intervention guidance needed by teachers, school psychologists,
administrators, and researchers. The field of special education is
changing--multi-tiered systems of support and integrated approaches
to linking mental health, academic instruction, and behavioral
intervention are now expected. This handbook defines the best
science for assisting children with EBD and their families, while
also addressing the organizational variables and data systems
necessary to deliver this science. An impressive
accomplishment."--Robert H. Horner, PhD, Alumni–Knight Endowed
Professor of Special Education, University of Oregon
"I have adopted the Handbook of Evidence-Based Practices for
Emotional and Behavioral Disorders as the central text for my
Psychotherapeutic Interventions course. In my experience, the term
'best practice' is often thrown about without an adequate
understanding of what it means. This volume provides a
comprehensive look at the evidence base for a variety of assessment
practices, interventions, and service delivery models used for
children and adolescents with EBD, and helps students and
practitioners examine current practices in light of
research."--Adam D. Weaver, PhD, Department of Psychology,
University of Nebraska at Omaha
"While every educator now recognizes the importance of
evidence-based practices with all students, busy K-12 practitioners
do not have the time to read all the literature, separate research
from opinion, and further separate quality research from the rest.
That distillation process has been done for us by Walker and
Gresham in this invaluable handbook. The volume provides an
indispensable roadmap and travel guide to the implementation of
best practices. When implemented well, these practices can
transform the trajectories of our most challenging-to-teach
students."--Randy Sprick, PhD, Director, Safe and Civil Schools -A
comprehensive and extremely helpful tool for school social workers.
It provides proven strategies to assist with students. This book is
a one-stop shop when you need some ideas for helping students or
you would like to enhance your practice….I learned many things
that I didn't know, even after practicing for ten years.--School
Social Work Journal, 4/1/2015
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